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Results show the late bank was used, viewed positively, improved attitudes toward instructors, and did not increase reported stress levels, supporting late-bank course design as an effective way to promote student 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Summer 8-31-2019\u003Cbr>Introducing a Late Bank in Online Graduate Courses: The Response of Students\u003Cbr>Meadow Schroeder\u003Cbr>University of Calgary, schroedm@ucalgary.ca Erica Makarenko\u003Cbr>University of Calgary, embacken@ucalgary.ca Karly Warren\u003Cbr>University of Calgary, karly.warren1@ucalgary.ca\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200](https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200) |  |\n\nRecommended Citation  \nSchroeder, M., Makarenko, E., & Warren, K. (2019) . Introducing a late bank in online graduate courses: The response of students. The Canadian Journal for the Scholarship of Teaching and Learning, 10(2). [https://doi.org/10.5206/cjsotl](https://doi.org/10.5206/cjsotl)rcacea.2019.2.8200  \nIntroducing a Late Bank in Online Graduate Courses: The Response of Students  \nAbstract  \nIn post-secondary education, students must demonstrate strong time-management skills while they navigate several courses in a semester. When students struggle to meet due dates, they can accrue late penalties, which exacerbates a stressful situation. In response, two graduate programs integrated a late bank system into their online courses. Students could submit one of two assignments up to five days after the due date without penalty. After each assignment was due, a survey was used to measure students’ levels of stress, the perception of the late bank, and reasons for using it. This study found the late bank was utilized by students, was positively regarded, and improved student attitudes toward their instructor. Reported levels of stress were similar for students who used the late bank compared to those did not. The results suggest that incorporating a late bank into the course design is an effective method of promoting student well-being.  \nDans l’enseignement supérieur, les étudiants font preuve de bonnes compétences en gestion du temps alors qu’ils suivent plusieurs cours pendant un semestre. Quand les étudiants ont des difficultés à respecter les dates limites, ils risquent d’accumuler des pénalités de retard, ce qui aggrave une situation déjà stressante. Pour répondre à cela, deux programmes de cycles supérieurs ont intégré un système de banque de retards dans leurs cours en ligne. Les étudiants peuvent remettre un ou deux travaux jusqu’à cinq jours après la date limite sans encourir de pénalité. Après la date limite de remisede chaque travail, un sondage a été utilisé pour mesurer le niveau de stress des étudiants, leur perception de la banque de retards et leurs raisons pour l’avoir utilisée. Cette étude a montré que labanque de retards a été utilisée par les étudiants, qu’elle a été perçue comme quelque chose de favorable et qu’elle a permis d’améliorer les attitudes envers les instructeurs. Les niveaux de stress rapportés des étudiants qui avaient utilisé la banque de retards étaient les mêmes que ceux des étudiants qui ne l’avaient pas utilisée. Les résultats suggèrent que le fait d’incorporer une banque de retards dans un cours est un moyen efficace de promouvoir le bien-être des étudiants.  \nKeywords  \npost-secondary education, stress, graduate education, online, assignments; enseignement postsecondaire, stress, cycles supérieurs, en ligne, travaux  \nCover Page Footnote  \nThis research was funded by a University of Calgary Taylor Institute Teaching and Learning Grant.  \nThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:  \n[https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200](https://doi.org/10.5206/cjsotl-rcacea.2019.2.8200)  \nAlthough students may look back on their post-secondary experience with fondness and remember it as a time of personal growth and learning, it can also be one marked by significant stress (Chow & Flynn, 2016) . ","cbCailxmRh4RexjQ","https://ap.wps.com/l/cbCailxmRh4RexjQ","pdf",234993,14,"English","# Abstract\n## Study design and late bank intervention\n## Survey measures and outcomes\n## Findings and implications","[{\"question\":\"What problem does the late bank address in online graduate courses?\",\"answer\":\"It addresses students’ difficulty meeting due dates, which otherwise leads to late penalties and increased stress during a semester.\"},{\"question\":\"How did the late bank work in the two graduate programs?\",\"answer\":\"Students could submit one of two assignments up to five days after the due date without penalty.\"},{\"question\":\"What were the main effects of introducing the late bank?\",\"answer\":\"Students used it and regarded it positively, reported similar stress levels to those who did not use it, and showed improved attitudes toward their instructor.\"}]","Introducing a Late Bank in Online Graduate Courses - The Response of Students | PDF",35]